# Spanish Level 3, Activity 03: Emoji Bingo/ Lotería de Emojis (Face-To-Face)

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

## About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

### How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

• Most activities are 30 minutes in duration, unless otherwise specified.
• Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

• To begin, go to File -> Copy to create an editable version of the slideshow.
• Once finished with your changes, please complete the following steps to share:
• Click on Share
• Who Has Access
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• Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.

• See the linked English Version at the top of the activity (English Version may not be available for all activities)

## Emoji Bingo, Intermediate Low

### Description:

Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others. Students will use technology to communicate with peers about their preferences on a variety of topics.

Intermediate Low

### Keywords:

Emoji, Bingo, Situations, preferences, technology, defend opinions

• “Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.”
• “Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.”
• “Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.”

### Relevant Idaho State Standards:

• COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
• COMP 1.1 - Observe formal and informal forms of language.
• COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can give reasons for my preference
• I can share my opinion about why an emoji represents an appropriate reaction to a text message
• I can use technology, including emojis, to communicate with peers in the target culture

### Materials Needed:

Would you like to make changes to the materials? Access the template(s) below:

## Warm-up

1. Begin by introducing the Can-Dos for today’s activity. Display the Slideshow presentation on the projector for students to see.

“Today, we are going to chat about means of communication. We will chat about different situations and how we would react. We will also decide what the appropriate reaction to a situation would be."

"Hoy vamos a charlar de los medios de comunicación. Vamos a hablar de diferentes situaciones y como reaccionamos. También vamos a comparar las diferentes maneras de reaccionar a las situaciones y cuales son más apropiadas que otras."

2. In group answer these questions:
¿Cuál es tu emoji más usado?
¿Hay un emoji que todavía no existe pero te gustaría que existiera? (have students draw the emoji they wish existed)

"¿Dibuja tu emoji favorito?"

## Main Activity

1. Pass out Emoji Bingo Cards to students.

“Voy a leer una oración y deben escoger el emoji que piensan que mejor describe la situación. Después voy a decir que emoji es el 'correcto' para la situación pero si tienes otro, pueden defender su razonamiento para quedarse con ese emoji y cuadro."

3. Use this model for an example:
a)Pick a situation from the "Situation Cards"and read it to the students
"Cuando comes tu comida preferida."
b)Ask students what emoji they chose. If many students chose the same one but one student chose a different one ask them why they picked it.
"¿Cuál es el emoji escogido?" "Escogiste uno diferente de los demás, por qué?"
c)If the response makes sense, or it seems like the student put thought into choosing that as a response, give them credit even though it wasn't the "right" emoji.
"Si, eso tiene sentido. Aunque no fue el emoji "correcto" todavía ganas el punto (puedes marcarlo) porque tu explicación fue buena."

3. The lab instructor will be the judge of whether an emoji is an appropriate response or not, but ask students why they chose certain emojis.  Students who chose the appropriate emoji can mark that on the Bingo card
“Yo voy a ser el juez y voy a juzgar si el emoji que escogieron es apropiado. O preguntar ¿Por qué eligieron este emoji? Las personas que eligieron un emoji apropiado pueden marcar ese emoji en la carta de Bingo."

4. Whoever gets Bingo first wins. Have students clear their boards and start again (4 corners, blackout, etc.)
“La persona que saque Bingo primero gana!" "Ahora borraremos sus tablas y volveremos a empezar."

## Wrap-up

Ask students the following questions to finish the lab:

1. ¿Es posible que los emojis puedan representar cada emoción?
2. Si tuvieran que elegir sólo un emoji para el resto de sus vidas, ¿Cuál elegirían?

### End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.